ERIC ED418520: Early Childhood Special Education for Children with Disabilities, Ages Three through Five: Staff/Facilities.

17 Pages·1996·0.21 MB·English

by  ERIC

DOCUMENT RESUME
EC 306 327
ED 418 520
Early Childhood Special Education for Children with
TITLE
Disabilities, Ages Three through Five: Staff/Facilities.
North Dakota State Dept. of Public Instruction, Bismarck.
INSTITUTION
Div. of Special Education.
1996-00-00
PUB DATE
16p.; One of three main sections contained in EC 306 324.
NOTE
PUB TYPE
Non-Classroom (055)
Guides
EDRS PRICE MF01/PC01 Plus Postage.
*Disabilities; *Early Childhood Education; *Educational
DESCRIPTORS
Facilities; Educational Facilities Planning; Guidelines;
*Paraprofessional School Personnel; *Preschool Teachers;
School Administration; *Special Education; Special Education
Teachers; State Standards; Teacher Qualifications
IDENTIFIERS
*North Dakota
ABSTRACT
This chapter from a North Dakota guide for early childhood
special education personnel focuses on staff and facilities for programs for
young children with special needs. Following an introduction, the first
section presents North Dakota guidelines concerning qualification of
teachers, physical facilities, required instructional time, and equipment and
materials. The following section describes the roles and responsibilities of
staff in various staffing patterns, including the early childhood special
education teacher, related service personnel, aides (paraeducators), and
volunteers. The final section addresses administrative considerations
concerning classroom facilities, safety standards, playground facilities,
fire or other emergencies, medical/health concerns, interagency
collaboration, transportation, funding, evaluation, and technology-based
options.
(DB)
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Reproductions supplied by EDRS are the best that can be made
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from the original document.
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EARLY CHILDHOOD SPECIAL EDUCATION
FOR CHILDREN WITH DISABILITIES,
AGES THREE THROUGH FIVE:
STAFF/FACILITIES
OF EDUCATION
U.S. DE ARTMENT
and Improvement
cational Research
Office of
INFORMATION
ONAL RESOURCES
EDU
CENTER (ERIC)
reproduced as
has been
This document
organization
person or
received from the
originating it.
to
have been made
Minor changes
quality.
improve reproduction
this
opinions stated in
Points of view or
necessarily represent
document do not
position or policy.
official OERI
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
C.
e
Re,i-YPA,
RESOURCES
TO THE EDUCATIONAL
INFORMATION CENTER (ERIC)
1
Prepared By
North Dakota Interagency Coordinating Council
Program Standards Subcommittee
Published By
ADAPTIVE SERVICES DIVISION
NORTH DAKOTA DEPARTMENT OF PUBLIC INSTRUCTION
Wayne G. Sanstead, Superintendent
1996
2
BEST COPY
AVAILABLE
TABLE OF CONTENTS
INTRODUCTION
1
NORTH DAKOTA PROGRAM GUIDELINES
1
2
Qualification of Teachers
2
Facilities
2
Required Instructional Time
2
Equipment and Materials
3
STAFFING PATTERNS
3
Early Childhood Special Education Teacher
3
Related Services Personnel
4
Aides (Paraeducators)
4
Volunteers
6
ADMINISTRATIVE CONSIDERATIONS
6
Classroom Facilities
7
Safety Standards
8
Playground Facilities
8
Fire or other Emergencies
8
Medical/Health Considerations
8
Interagency Collaboration
9
Transportation
Funding
10
Evaluation
10
Technology-Based Options
11
i
3
INTRODUCTION
This section presents requirements related to staff and facilities. Teachers qualifications
are stated, along with a description of staffing pattern options involving teachers, related
services personnel, paraeducators, and volunteers. In addition, a number of administra-
tive considerations are addressed.
QUALIFICATIONS
6.0 QUALIFICATION OF TEACHERS: Teachers of Early Childhood Special Education
(ECSE) must hold a North Dakota Educator's Professional Certificate and a special
education credential in early childhood special education.
Credential Requirements - Courses in the areas listed below must be at the
6.1
graduate level unless otherwise specified.
A valid North Dakota Educator's Professional Certificate in
6.1.1
elementary education or kindergarten education is required.
One Reauired: (Undergraduate or graduate)
6.1.2
Education of Exceptional Children
Psychology of Exceptional Children
Assessment in Early Childhood Special Education
6.1.3
6.1.4
One Required:
Developmental Psychology
Infant Behavior and Development
Language Development and Disorders
One Reauired:
6.1.5
Home-School Relations
Parents, the School, Community Agencies
Practicum in Early Childhood Special Education (required)
6.1.6
Early Childhood Special Education
6.1.7
Introductory Course, or Characteristics of Young Children
with Disabilities; Methods and Materials in Teaching Young
Children with Disabilities; and at least one other course in the
Education of Young Children with Disabilities
or
Training in other areas of exceptionality will be reviewed. A
full sequence in one area of exceptionality will be considered
as an alternative to the Early Childhood Special Education
sequence:
Introductory Course for this area of exceptionality;
Methods and Materials in this area of exceptionality;
Practicum in this area of exceptionality; and at least
one other course in area of exceptionality.
Teachers who do not have a credential in ECSE may receive a Letter of
6.2
Approval to teach in the area of early childhood special education after
having completed eight (8) semester hours of coursework in Early
The approval is valid for one year (12
Childhood Special Education.
calendar months) and renewable for up to three years. Renewal status is
dependent on completion of eight (8) semester hours of coursework per
year as identified on an approved university program of study. Teachers
must fully qualify for a credential within three years.
A restricted certificate in the area of ECSE may be granted to teachers
6.3
completing a full program of study from a university program that has been
approved through the North Dakota State Program Approval process and
by the Department of Public Instruction.
FACILITIES: Classrooms within a school setting will be equal to or larger than
7.0
a regular classroom, have self-contained bathrooms or facilities that provide
private changing areas located within easy access of the classroom. Classrooms
must be located within easy access to other age-appropriate classrooms (i.e.,
kindergarten and primary grades) within the building. The classrooms must also
meet minimum standards of heat, light, and ventilation.
Community-based settings will meet minimum state child care licensing
7.1
standards or other agency licensing standards, as appropriate.
REQUIRED INSTRUCTIONAL TIME IN PROGRAM TO BE ELIGIBLE FOR
8.0
FUNDS: Federal preschool special education funds are available for children who
(IEP). The amount of funds
are on an active individualized education program
available is determined by the number of children on active IEPs at the time of the
annual December 1 Child Count. State per pupil foundation aid is available for
children receiving a minimum of twelve hours per week of a combination of direct
and indirect instruction as identified in the IEP. Indirect instruction may include
parent training, home interventions, consultation with parents and/or other agency
personnel regarding intervention programming.
EQUIPMENT AND MATERIALS: All educational equipment needed for provision
9.0
in the student's
of special education and related services and identified
individualized educational program must be provided.
6
SF-3
STAFFING PATTERNS
A number of options staffing patterns options exist to support the team planning process
for the education of young children with disabilities. The development of job roles and
responsibilities that reflect the services needed will ensure that responsibilities of various
staff members and related personnel are clear.
Early Childhood Special Education Teacher
Roles and Responsibilities:
Coordination of children's programs, parent involvement, team planning.
Team participation in planning, implementing and evaluating children's
services.
Screening and assessment of referred children, including documentation
of results.
Development and implementation of program services to children and to
families.
Consultation to program staff and to other community programs.
Knowledge of child development, disability conditions, working with
parents, regulations and guidelines that apply to serving young children
with disabilities.
Record keeping and documentation.
Related Service Personnel
Screening and assessment of referred children, including documentation
of results.
Team participation in planning, implementing and evaluating children's
services.
Assistance in development of individualized education programs and
implementation or training of others to implement the child's program.
Consultation with parents and other team members or other community
programs concerning the child's progress.
Provision of information regarding child development, disability conditions,
working with families, and regulations and guidelines that apply to serving
young children with disabilities.
Recordkeeping and documentation.
Determining need for special adaptive equipment, assistance in design
and/or acquisition of equipment such as alternate communication systems
or prosthetic devices, and training others in using specialized materials.
Federal regulations describe related services as "transportation and such developmental,
corrective, and other supportive services as are required to assist a child with a disability
to benefit from special education and includes speech pathology and audiology,
physical and occupational therapy,
including
psychological services,
recreation
therapeutic recreation, early identification and assessment of disabilities in children,
counseling services, and medical services for diagnostic or evaluation purposes. The
term also includes school health services, social work services in schools, and parent
counseling and training" (34 CFR§300.16).
Related services personnel are part of the multidisciplinary team who assist in
assessment planning and evaluating the child in their areas of specialization and assist
in planning and implementing the child's program. Related services may be provided
through contractual arrangements with other public and private agencies within the
community.
Aides (Paraeducators)
An individual child with very specific needs that require a highly individualized program
may necessitate the assistance of an aide. The aide would assist in the implementation
of each child's individual education program to meet the special needs of individual
children.
Roles and Responsibilities:
Carry out instructions for children's programs or provide teacher support
as designated by supervisor.
Provide to supervisor observational information obtained while carrying out
assigned activities.
Assist in child management.
Record keeping/data collection as prescribed.
Team participation and effective communication with team members.
Volunteers
Volunteers may be utilized as additional supports for intervention services. They require
the same training procedures as aide (paraeducators) although the intensity will vary with
the role they assume. Potential volunteers include parents, high school students, senior
citizens, university or college students who may or may not be practicum students, or
members of community service organizations or religious groups.
Volunteers may assume some of the same responsibilities as aide or they may choose
a nonteaching task such as construction of materials, organizing field trips, or raising
money for special projects such as purchasing new equipment for the classroom.
9
SF-6
ADMINISTRATIVE CONSIDERATIONS
number of decisions
As a program for young children with disabilities is planned, a
based
relating to program administration must be made. Some of these decisions are
selected. The provision of services within
on options that the program administrator has
delivery
the least restrictive environment will reflect the continuum of options in service
transportation and
and staffing patterns that dictate needs for intervention facilities,
decisions are made
funding. Needs of children to be served must be considered as
regarding emergency procedures necessary in serving young children with disabilities.
Interagency
The sections that follow -- Classroom Facilities, Emergency Precautions,
in
Collaboration, Transportation, Funding, and Evaluation -- address considerations
making appropriate programming.
Classroom Facilities
Classrooms within a school setting will be equal to or larger than a regular classroom,
located
have self-contained toilet facilities or facilities that provide private changing areas
within easy access of the classroom. Classrooms should be located within easy access
grades) within the
to other age-appropriate classrooms (i.e., kindergarten and primary
The classrooms must also meet minimum standards of heat, light, and
building.
Community-based settings will meet minimum state child care licensing
ventilation.
standards or other agency licensing standards, as appropriate.
Disabilities Act
An accessibility checklist for assuring compliance with the Americans with
Some of the key
(ADA) is essential for facilities serving both adults and children.
considerations that refer specifically to young children with disabilities are identified
below.
Ramps should have a handrail 32 inches above the ramp surface for adults
and a lower set appropriate to the size of the children served.
Stairs should have two sets of handrails available on each side of the stairs
for
at a height of 32 inches for adults and at an appropriate lower height
children.
Water fountains should be accessible to young children with disabilities at
a height of 26 inches from the floor.
The heights of toilet seats should be appropriate for young children with
orthopedic disabilities at 12 to 17 3/4 inches.
The heights of the sinks should be 29-34 inches from the floor to accom-
modate young children with orthopedic disabilities.
Pull-up bars should be located near the toilet and sink for young children
with disabilities.
SF-7
10